Share by Shari Dinkins Years ago, I adopted a dog from a local humane society. At twelve pounds, he was not threatening yet he barked at other dogs, pulled on the leash, and rushed visitors at my door. After investigating several options, I hired a reputable dog trainer to come to my home. I was naive about the [...]
Share by Elizabeth J. Carter Professor Judy Juanita knew right away she was teaching a student with a disability when he showed up in her introductory English class with a computer “as big as a piece of luggage.” Recalled Juanita: “[He] made a big deal of using and hooking it up. It couldn’t help but [...]
Share by Roger Seip What’s scarier to most Americans than spiders, heights, or even death? There hasn’t been a horror movie made about it yet, but more than 75 percent of Americans surveyed report that they suffer from “glossophobia,” a debilitating fear of public speaking. Statistically, far more of us claim that we would prefer [...]
Share by Michael Palmer Building rapport with your students goes a long way toward developing a positive classroom dynamic and facilitating the students’ overall learning experience. One of the simplest ways to begin connecting with your students is to learn their names. What follows is a compilation of some tricks, strategies, and activities which will [...]
Share by James Whitley Today’s adult learners are far different from their predecessors of less than a decade ago. Almost without notice we are in the midst of a radical demographic tsunami which is altering the American landscape in everything from religion and health care, to business and education. Dubbed “Generation Why,” this powerful group [...]
Share by Neelam Kher Humor is a valuable teaching tool for establishing a classroom climate conducive to learning. This article identifies opportunities for incorporating humor in the college classroom, reviews the impact of humor on learning outcomes, and suggests guidelines for the appropriate use of humor. Of particular interest is humor in “dread courses” which [...]
Share Teachers should design finals to be culminating learning experiences. In an important book (Assessing Student Performance: Exploring the Purpose and Limits of Testing, Jossey-Bass, 1999.) on student assessment (and academic ethics), Grant Wiggins claims that many of the reasons students focus on grades (and get involved in cheating) is because assessments depend on secrecy [...]
Share by Evelyn Beck BARBARA CHECKS INTO your on-line course regularly, but has not posted anything during the first three weeks. Lee Ann, on the other hand, posts much more than is required. Her posts are long and increasingly personal. She has revealed not only confidential details about a conflict with her last boss, but [...]
Share by Evelyn Beck Conscientious instructors wouldn’t think of spending a class period reading to their students in a monotone from lecture notes that only summarize the homework reading assignment. Lectures, we all know, need to capture students’ interest. Nevertheless, when it comes to on-line lectures, that same care is rarely applied. Perhaps because we [...]
Share by Greg Beatty It’s the start of a new class. You’re about to enter the classroom, but you pause for a moment just outside the door. You have a vision of where you’d like to be at the end of the class. It’s a vision full of practical rewards and the joy of learning—but [...]
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